TO GET THE COMPLETE JOURNAL/THESIS FOR TOPIC BELOW,
CALL: 08168759420, 08068231953
WHATSAPP: 08137701720
USING DIFFERENTIATED INSTRUCTION IN IMPROVING THE ACADEMIC PERFORMANCE OF STUDENTS IN FILIPINO LANGUAGE
Abstract: Student diversity inside the classroom challenges educators to create an environment focused on individual learning. Differentiated instruction based on different learning styles of each student can facilitate individual learning. The purpose of the study was to investigate the effectiveness of differentiated instruction in the academic performance of grade ten students in Filipino subject. In this study, quasi-experimental design was used to determine the effectiveness of differentiated instruction in terms of improving the academic performance of the students. The participants were purposively chosen for the control and experimental group, respectively. The learning styles of the students were identified using the Grasha-Riechmann Student Learning Style Scale which served as the basis for designing differentiated activities in the Filipino subject. The experimental group received differentiated instruction for two months while the control group received traditional teaching instruction. The results revealed that the academic performance of the students in the experimental group is higher compared to the control group. This study concludes that differentiated instruction based on different learning styles was effective in teaching the Filipino subject to grade ten students.
Keywords: differentiated instruction; learning styles; individual learning; academic ; performance; Filipino subject